Academic Truth-Telling in Inclusive Higher Education: Faculty and Student Perspectives on Honest Feedback, Academic Standing, and Student Development.
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| Title: | Academic Truth-Telling in Inclusive Higher Education: Faculty and Student Perspectives on Honest Feedback, Academic Standing, and Student Development. |
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| Authors: | Aceron, Romel M.1 romelaceron@g.batstate-u.edu.ph, Arellano, Agnes D.2 agnes.arellano@g.batstate-u.edu.ph, Zamora, Jerome Jef M.3 Jefzkii@gmail.com, Zamora, Jesse T.4 jeflor0728@gmail.com, Llana, Jesse Nelson P.5 jessenelson.llana@g.batstate-u.edu.ph |
| Source: | International Journal of Special Education. 2026 Special Issue, Vol. 41, p813-824. 12p. |
| Subject Terms: | *Student development, *Inclusive education, *College teacher attitudes, *Student attitudes, *Assessment literacy, *Psychological feedback, Phenomenology, Psychological techniques |
| Abstract: | This phenomenological study explored academic truth-telling in inclusive higher education institutions, focusing on faculty and student perspectives on honest feedback, academic standing, and student development. Using a transcendental phenomenological design, the study sought to understand the lived experiences, meanings, challenges, and developmental implications of honest feedback practices in diverse classroom environments. A total of 30 participants, composed of 10–15 faculty members and 15 undergraduate students, were selected through purposive sampling. Data were gathered through semi-structured in-depth interviews and analyzed using Moustakas’ phenomenological approach involving epoche, horizontalization, clustering of meanings, and synthesis of textural and structural descriptions. Findings revealed that faculty members experience tension between honesty and empathy when delivering feedback, often balancing academic standards with students’ emotional readiness. Students, on the other hand, experience honest feedback as both emotionally challenging and developmentally valuable, depending on clarity, tone, and trust in the instructor. The study further identified that academic truth-telling is understood as an act of care, ethical responsibility, and professional integrity. However, challenges such as large class sizes, communication barriers, and diverse learner needs influence feedback practices. Despite these challenges, honest feedback was found to contribute significantly to students’ academic growth, self-awareness, and motivation when delivered in a supportive and inclusive manner. Thus, the study concludes that academic truth-telling is a relational and transformative process that fosters learning, trust, and student development in higher education. It also contributes to improving inclusive pedagogical practices and feedback literacy among educators and students in higher education institutions, promoting ethical and developmental assessment cultures globally. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195177027 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Academic Truth-Telling in Inclusive Higher Education: Faculty and Student Perspectives on Honest Feedback, Academic Standing, and Student Development. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Aceron%2C+Romel+M%2E%22">Aceron, Romel M.</searchLink><relatesTo>1</relatesTo><i> romelaceron@g.batstate-u.edu.ph</i><br /><searchLink fieldCode="AR" term="%22Arellano%2C+Agnes+D%2E%22">Arellano, Agnes D.</searchLink><relatesTo>2</relatesTo><i> agnes.arellano@g.batstate-u.edu.ph</i><br /><searchLink fieldCode="AR" term="%22Zamora%2C+Jerome+Jef+M%2E%22">Zamora, Jerome Jef M.</searchLink><relatesTo>3</relatesTo><i> Jefzkii@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Zamora%2C+Jesse+T%2E%22">Zamora, Jesse T.</searchLink><relatesTo>4</relatesTo><i> jeflor0728@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Llana%2C+Jesse+Nelson+P%2E%22">Llana, Jesse Nelson P.</searchLink><relatesTo>5</relatesTo><i> jessenelson.llana@g.batstate-u.edu.ph</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Special+Education%22">International Journal of Special Education</searchLink>. 2026 Special Issue, Vol. 41, p813-824. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+development%22">Student development</searchLink><br />*<searchLink fieldCode="DE" term="%22Inclusive+education%22">Inclusive education</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teacher+attitudes%22">College teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Assessment+literacy%22">Assessment literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+feedback%22">Psychological feedback</searchLink><br /><searchLink fieldCode="DE" term="%22Phenomenology%22">Phenomenology</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+techniques%22">Psychological techniques</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This phenomenological study explored academic truth-telling in inclusive higher education institutions, focusing on faculty and student perspectives on honest feedback, academic standing, and student development. Using a transcendental phenomenological design, the study sought to understand the lived experiences, meanings, challenges, and developmental implications of honest feedback practices in diverse classroom environments. A total of 30 participants, composed of 10–15 faculty members and 15 undergraduate students, were selected through purposive sampling. Data were gathered through semi-structured in-depth interviews and analyzed using Moustakas’ phenomenological approach involving epoche, horizontalization, clustering of meanings, and synthesis of textural and structural descriptions. Findings revealed that faculty members experience tension between honesty and empathy when delivering feedback, often balancing academic standards with students’ emotional readiness. Students, on the other hand, experience honest feedback as both emotionally challenging and developmentally valuable, depending on clarity, tone, and trust in the instructor. The study further identified that academic truth-telling is understood as an act of care, ethical responsibility, and professional integrity. However, challenges such as large class sizes, communication barriers, and diverse learner needs influence feedback practices. Despite these challenges, honest feedback was found to contribute significantly to students’ academic growth, self-awareness, and motivation when delivered in a supportive and inclusive manner. Thus, the study concludes that academic truth-telling is a relational and transformative process that fosters learning, trust, and student development in higher education. It also contributes to improving inclusive pedagogical practices and feedback literacy among educators and students in higher education institutions, promoting ethical and developmental assessment cultures globally. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Special Education is the property of International Journal of Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 813 Subjects: – SubjectFull: Student development Type: general – SubjectFull: Inclusive education Type: general – SubjectFull: College teacher attitudes Type: general – SubjectFull: Student attitudes Type: general – SubjectFull: Assessment literacy Type: general – SubjectFull: Psychological feedback Type: general – SubjectFull: Phenomenology Type: general – SubjectFull: Psychological techniques Type: general Titles: – TitleFull: Academic Truth-Telling in Inclusive Higher Education: Faculty and Student Perspectives on Honest Feedback, Academic Standing, and Student Development. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Aceron, Romel M. – PersonEntity: Name: NameFull: Arellano, Agnes D. – PersonEntity: Name: NameFull: Zamora, Jerome Jef M. – PersonEntity: Name: NameFull: Zamora, Jesse T. – PersonEntity: Name: NameFull: Llana, Jesse Nelson P. IsPartOfRelationships: – BibEntity: Dates: – D: 09 M: 01 Text: 2026 Special Issue Type: published Y: 2026 Identifiers: – Type: issn-print Value: 08273383 Numbering: – Type: volume Value: 41 Titles: – TitleFull: International Journal of Special Education Type: main |
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